Academic literature on the topic 'Instructor messages'
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Journal articles on the topic "Instructor messages"
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Myers, Scott A., and Kelly A. Rocca. "Students' State Motivation and Instructors' Use of Verbally Aggressive Messages." Psychological Reports 87, no. 1 (2000): 291–94. http://dx.doi.org/10.2466/pr0.2000.87.1.291.
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This study examined the relationship between college students' (107 men, 123 women) state motivation and their instructors' perceived use of 10 verbally aggressive messages, e.g., attacks on competence, character, background, and physical appearance, malediction, teasing, ridicule, threats, swearing, or nonverbal symbols. Significant negative correlations were obtained between students' state motivation and instructors' use of seven verbally aggressive messages: attacks on competence, character, or background, malediction, ridicule, threats, and nonverbal symbols. These findings suggest that these types of verbally aggressive messages are related to students' state motivation whereas attacks on physical appearance, teasing, and swearing by the instructor are not related to students' state motivation.
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Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.
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<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners’ views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages didn’t reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model.</p>
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Andersen, Janis F. "Instructor nonverbal communication: Listening to our silent messages." New Directions for Teaching and Learning 1986, no. 26 (1986): 41–49. http://dx.doi.org/10.1002/tl.37219862607.
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Crompton, Helen, Stephen R. Burgin, Declan G. De Paor, and Kristen Gregory. "Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class." International Journal of Mobile and Blended Learning 10, no. 1 (2018): 48–61. http://dx.doi.org/10.4018/ijmbl.2018010104.
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Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor's phone can be used to guide revision of lecture notes for future semesters.
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Moon, J. N. J., and D. S. Tudhope. "An Agent-Directed Marine Navigation Simulator." Journal of Navigation 59, no. 3 (2006): 461–75. http://dx.doi.org/10.1017/s0373463306003869.
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The instructor of a full mission marine simulator faces a daunting task, controlling several target ships under varying environmental conditions while responding to a variety of communications. This project applies computer agent technology to an instructor station. Each target ship is controlled by a collision avoidance agent which takes command of the ship and a track-keeping agent which acts as an assistant, sending the collision avoidance agent advisory messages. Experiments have been performed for a number of collision situations in varying environmental conditions. An analysis of the results demonstrates the potential of such a system for producing realistic target ship motion, including track-keeping and some collision avoidance manoeuvres, thus reducing the instructor’s immediate load.
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Robertson, Sarah, John Steele, and B. Jean Mandernach. "Exploring Value Variations in Instructor Presence Techniques for Online Students." InSight: A Journal of Scholarly Teaching 16 (August 27, 2021): 16–49. http://dx.doi.org/10.46504/16202101ro.
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This study sought to define and measure online undergraduate students' perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their ability to provide immediate feedback. Interactive phone calls (M=3.24) were the least valuable in the area of familiarity. Results indicate all instructor presence techniques had value, but some were more valuable than others.
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Cheng, Dongmei. "“Communication is a two-way street”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 1 (2017): 1–32. http://dx.doi.org/10.1075/prag.27.1.01che.
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Speech act studies are increasingly likely to use retrospective verbal protocols to record the thoughts of participants who produced targeted speech acts (e.g., Cohen & Olshtain, 1993). However, although communication is always a two-way street, little is known about the recipients’ perceptions of speech acts. In academic communication at universities, it is critical for students to gain awareness of the socio-cultural norms as well as knowledge of appropriate linguistic forms in interacting with instructors. Therefore, gathering perceptual information from instructors, the recipients of many speech acts such as apologies, serves an important role in realizing successful student-instructor communication. Targeting instructors’ perceptions, two forms of an online survey were created via surveygizmo.com, with one including 12 spoken apologies and the other including 12 emailed apologies. An equal number of native (NS) and nonnative English speaking (NNS) students produced these apologies. The 150 instructors who responded to the survey gave significantly higher ratings to apologies made by NS students than to those made by NNS students. An analysis of instructors’ explanations after the ratings showed that both sociopragmatic and pragmalinguistic knowledge (Thomas, 1983) were valued in the successful realization of apologies, with the majority of instructor explanations addressing the sociopragmatic aspects of apology productions. In their comments on highly-rated student apologies, instructors appreciated the fact that students took responsibility in apologizing, offered worthy explanations, and delivered the messages with minimum grammatical mistakes. Poorly rated apology messages did not contain sufficient or valid evidence, inconvenienced the instructors through inappropriate requests, and usually had multiple grammatical mistakes. This study provides useful source of information to be used in university classrooms that can orientate novice learners towards socio-cultural expectations and appropriate lexical markers to be employed in making successful apologies in academic settings.
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Hartman, Jackie, Jeffrey S. Lewis, and Karen Sterkel Powell. "Inbox Shock: A Study of Electronic Message Volume in a Distance Managerial Communication Course." Business Communication Quarterly 65, no. 3 (2002): 9–28. http://dx.doi.org/10.1177/108056990206500303.
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As institutions of higher education strive to serve students who are diverse and geographically dispersed, many of them are implementing distance education pro grams using technology-mediated communication. Research reveals that distance education is often as effective as traditional education; however, teachers and stu dents are confronted with a variety of obstacles. Thus educators need to determine the most effective and efficient methods of communicating with distance students. An examination of e-mail messages sent to the instructor of an MBA class by dis tance students reveals that the volume of messages sent depends on students' tech nology proficiency, ability to process and seek out information, topic affinity, and relational needs. Furthermore, the findings reveal that an instructor can decrease the volume of messages received by researching the student population, communi cating proactively, and taking advantage of the messaging system's tools.
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Putulowski, Joe R., and Robert G. Crosby. "Effect of Personalized Instructor–Student E-mail and Text Messages on Online Students’ Perceived Course Quality, Social Integration With Faculty, and Institutional Commitment." Journal of College Student Retention: Research, Theory & Practice 21, no. 2 (2017): 184–201. http://dx.doi.org/10.1177/1521025117696823.
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Social isolation among online college students may be a key contributor to the higher attrition rates reported by online universities relative to traditional institutions. This experiment investigated the effects of instructor–student communication on online students’ self-reported social integration with faculty, institutional commitment, and perceived course quality. Participants were 242 students (26% men, 74% women) age 18 to 60 years ( M = 30.00, SD = 9.26) attending a midsized private Christian university in Southern California. Participants received varying frequencies (never, once, and weekly) and types (none, e-mail, and text) of personalized instructor–student messages. Students who received weekly messages rated their courses more highly after 4 weeks, but this effect later disappeared. There was no effect on social integration with faculty or institutional commitment. Results provide some support for consistent instructor–student communication but discourage a formulaic approach to combating student isolation and attrition.
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Machart, J. M., and D. U. Silverthorn. "Mailing lists are preferred to newsgroups as teaching tools for undergraduate biology classes." Advances in Physiology Education 23, no. 1 (2000): S67–71. http://dx.doi.org/10.1152/advances.2000.23.1.s67.
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Effective communication between instructors and students is a challenge regardless of the instructor-to-student ratio. Instructors of large classes, in particular, have resorted to various forms of Internet communication, such as mailing lists and newsgroups, to supplement class time and office hours. Mailing lists are closed discussions among subscribers who receive and send messages via an electronic mail program (e.g., Eudora). Newsgroups are public discussions to which anyone can gain access and respond via a newsreader program (e.g., Nuntius). Newsgroup messages are posted to a bulletin board that the subscriber must visit to read. Mailing lists and newsgroups share many advantages (convenience, greater anonymity, and speed of communication) and disadvantages (computer access required, impersonal nature, junk mail, and lack of graphics in older programs). However, surveys of both faculty and students in biology indicate that mailing lists are generally favored over newsgroups. Reasons given for mailing list popularity included greater familiarity with the E-mail format and ease of access.
Dissertations / Theses on the topic "Instructor messages"
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Hoops, Leah D. "College Students’ Sense of Belonging and Instructor Messages about Student Success." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492690711368004.
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Bell, Leeanne M. "Instructors' message variables and students' learning orientation/grade orientation and affective learning." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3012.
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Weigelt, Earl E. "Heed your father's instruction expository messages to fathers of sons from Proverbs 1-9 /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Shackelford, Russell L. "The impact of construct schema feedback messages on looping strategy selection and program correctness." Diss., Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/12451.
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McCann, Sandi Michele. "Family Message Journals: A tool for writing instruction combined with parent involvement." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/615.
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Mandates on reading and math achievement in elementary education in rural Georgia have led to a decline in writing proficiency as the subject becomes increasingly neglected. At the same time, schools strive to increase parental involvement programs. Consequently, there is a need for more research on the impact of parental involvement on student writing proficiency. Accordingly, this qualitative case study examined the impact of Family Message Journals (FMJ) and parent participation on teaching writing across the curriculum. Participants included 6 third-graders and their parents. Students wrote in journals 4 days per week across the 4 months of the study, and parents provided parallel responses each night. Student entries were examined and coded by academic subject and the 4 domains of the Georgia Writing Assessment Rubric to document students' growth in specific writing skills; parental responses were coded according to the type of response. Inductive analysis was used to analyze and interpret structured interview data to document emergent themes and search for patterns of meaning. All FMJ data were triangulated in a data source matrix with interviews of parents and students to explore linkages across sources. Findings revealed that (a) using FMJ increased students' writing ability, (b) teaching writing across the curriculum provided time for writing instruction, (c) comprehension was enhanced in subject content areas, and (d) parents felt more informed and appreciated. This study will prove beneficial for educators desiring to include writing without compromising time in currently mandated content areas, and also for parents who want to be informed, involved, and empowered. Teachers using FMJ can initiate social change by preparing more proficient students with a positive attitude for writing. Ideally, these attributes will build and follow these students into the workforce.
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Wasko, Christopher Warren. "Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23142.
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Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content. A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.<br>Ph. D.
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Camuti, Alice, and Stacey J. Fisher. "Qualitative Analysis of Text Message Construction Practices in Native Speakers of Arabic." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4693.
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Mthatyana, Andisiwe Tutula Zinzi. "How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?" Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013262.
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The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
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Nursey-Bray, Rosemary. "Getting the message across : theatre as a medium for instruction and a strategy to influence social change: historical background, current examples and select practices in South Australia /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09armn974.pdf.
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Barger, Michael M. "Do the Messages Matter? An Investigation of Classroom Messages and College Students’ Personal Theories about Education." Diss., 2016. http://hdl.handle.net/10161/12237.
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<p>Students hold a number of personal theories about education that influence motivation and achievement in the classroom: theories about their own abilities, knowledge, and the learning process. Therefore, college instructors have a great interest in helping to develop adaptive personal theories in their students. The current studies investigated whether specific messages that instructors send in college classroom might serve as a mechanism of personal theory development. Across 2 studies, 17 college instructors and 401 students completed surveys assessing their personal theories about education at the beginning and end of college courses. Students and instructors reported hearing and sending many messages in the classroom, including instructor help messages, conciliatory messages, uncertainty in the field messages, differential ability messages and generalized positive and negative feedback. Between-class and within-class differences in message reports were associated with students’ personal theories at the end of their courses, controlling for initial personal theories. Students’ initial personal theories were also related to the messages students reported hearing. The findings demonstrate the utility of assessing non-content messages in college classrooms as potential mechanisms for changing students’ personal theories in college. Implications for research and practice are discussed.</p><br>Dissertation
Books on the topic "Instructor messages"
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E, Haley Gail, ed. Visual messages: Integrating imagery into instruction. 2nd ed. Teacher Ideas Press, 1999.
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E, Haley Gail, ed. Visual messages: Integrating imagery into instruction. Teacher Ideas Press, 1992.
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Kazu, Ishiwata, ed. Neitibu nara kō kaku kō kaesu E-mēru Eigo hyōgen: Nettojō no komyuniti de yaritori sareteiru riaru na hyōgen ga mansai! = Sneak peek! easy emails! Bere Shuppan, 2011.
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Fischer, Gerhard. E-mail in foreign language teaching: Toward the creation of virtual classrooms. Stauffenburg, 1998.
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Cranmer, John. Conscientious objectives: Designing for an ethical message. RotoVision, 2003.
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Cranmer, John. Conscientious objectives: Designing for an ethical message. RotoVision, 2003.
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Ferrazzini, Pierre-Alain, and Jean Paul Barbier-Mueller. Messaggi di pietra: Sculture in pietra dell'Indonesia dalle collezioni del museo Barbier-Mueller. Fondazione Galleria Gottardo, 1999.
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Chagall, Marc. Marc Chagall: Le ballet, l'opéra : Nice, Musée national Message biblique Marc Chagall, 1er juillet-2 octobre 1995. Réunion des musées nationaux, 1995.
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Chagall, Marc. Marc Chagall: 147 œuvres de la dation : Musée national Message biblique Marc Chagall, Nice, 2 juillet-3 octobre 1988. Ministère de la culture et de la communication, Editions de la Réunion des musées nationaux, 1988.
Find full textBook chapters on the topic "Instructor messages"
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Crompton, Helen, Stephen R. Burgin, Declan G. De Paor, and Kristen Gregory. "Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class." In Mobile Devices in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch033.
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Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor's phone can be used to guide revision of lecture notes for future semesters.
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Freedman, Stuart C., Steven F. Tello, and David Lewis. "Strategies for Improving Instructor-Student Communication in Online Education." In Virtual Education. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-739-1.ch010.
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This chapter identifies potential communication barriers between instructor and students in an online educational environment, and suggests ways to reduce or eliminate them. There are at least five such barriers—social distance, conceptual confusion, fear and mistrust, isolation and disconnectedness, and lost efficacy—which, when present, are likely to diminish the effectiveness of an online course. Several approaches to structuring online lecture notes and composing individual student messages are proposed that are hypothesized to increase the likelihood that student satisfaction and learning goals will be achieved. It is assumed that the application of these communication tactics will enhance the attractiveness of online courses, particularly among students who would not otherwise have access to higher education. Suggestions for future research are proposed.
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Riley, Kathleen. "Michael Portillo’s Great Railway Journeys: Granada to Salamanca (1999)." In Imagining Ithaca. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198852971.003.0018.
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This chapter follows Michael Portillo’s pilgrimage to his late father’s native Spain as part of the BBC television series Great Railway Journeys. Luis Gabriel Portillo was a poet and law professor who stayed loyal to the Republican government when the Spanish Civil War broke out in 1936. A liberal intellectual and a Catholic idealist, he refused to carry a rifle at the front for fear of killing one of his brothers, five of whom were enlisted on the Nationalist side. Instead he ran messages as a courier and acted as a political instructor to the troops. In January 1939, shortly before Madrid fell to Franco, he escaped across the Pyrenees, reaching England as an asylum-seeker. For two decades he was unable to set foot in Spain. Michael’s moving Telemachan odyssey took him back to the land of his father’s heroes, to the village of his formative years, to the front line of the civil war, and to the ancient university city of Salamanca, the Ithaca of which Luis dreamt during his long years in exile. The chapter also looks at examples of Luis Portillo’s deeply nostalgic poetry of exile, from his published volume Ruiseñor del destierro.
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Wells-Jensen, Sheri, and Kimberly Spallinger. "Extraterrestrial message construction." In Language Invention in Linguistics Pedagogy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198829874.003.0014.
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This chapter presents a set of exercises ready for use in the classroom, in which students use basic pattern recognition skills to solve an “alien” message that includes both numbers and other elements. The other elements define relations among the numbers, and students determine how those relations can be mapped to words in a human language—whatever the language of instruction. Rationale for the utility of this approach is discussed, as are ways to modify the instructions to present the exercises to student populations with different levels of sophistication in math and computation, and different levels of linguistic training. The exercise and rationale exemplify one way in which constructed languages can be used to introduce key concepts in linguistics for students from a variety of academic disciplines.
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Petersen, Wesley, and Peter Arbenz. "MIMD, Multiple Instruction, Multiple Data." In Introduction to Parallel Computing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198515760.003.0010.
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The Multiple instruction, multiple data (MIMD) programming model usually refers to computing on distributed memory machines with multiple independent processors. Although processors may run independent instruction streams, we are interested in streams that are always portions of a single program. Between processors which share a coherent memory view (within a node), data access is immediate, whereas between nodes data access is effected by message passing. In this book, we use MPI for such message passing. MPI has emerged as a more/less standard message passing system used on both shared memory and distributed memory machines. It is often the case that although the system consists of multiple independent instruction streams, the programming model is not too different from SIMD. Namely, the totality of a program is logically split into many independent tasks each processed by a group (see Appendix D) of processes—but the overall program is effectively single threaded at the beginning, and likewise at the end. The MIMD model, however, is extremely flexible in that no one process is always master and the other processes slaves. A communicator group of processes performs certain tasks, usually with an arbitrary master/slave relationship. One process may be assigned to be master (or root) and coordinates the tasks of others in the group. We emphasize that the assignments of which is root is arbitrary—any processor may be chosen. Frequently, however, this choice is one of convenience—a file server node, for example. Processors and memory are connected by a network, for example, Figure 5.1. In this form, each processor has its own local memory. This is not always the case: The Cray X1, and NEC SX-6 through SX-8 series machines, have common memory within nodes. Within a node, memory coherency is maintained within local caches. Between nodes, it remains the programmer’s responsibility to assure a proper read–update relationship in the shared data. Data updated by one set of processes should not be clobbered by another set until the data are properly used.
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Edgerley, Peter. "The Testery and the Breaking of Fish." In Colossus. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780192840554.003.0031.
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In 1942 I was an 18-year-old schoolboy. My headmaster received a letter from a government department asking him to recommend candidates for work in military intelligence. There was, not unnaturally, little information given about the nature of the work, and certainly no mention of codes or ciphers— but I was sufficiently intrigued and decided to apply. I attended an interview in London, at an address just off Piccadilly. There were five or six interviewers on the panel, some of them civilians. It was a difficult interview, since there was no mention of what the job was. A few weeks later I received a travel warrant and was asked to report to 1 Albany Road in Bedford. I discovered on arrival that I was on a cryptology course. My qualifications were in French and mathematics. Those of us with no German were put on a crash course, in a back room of a hotel a couple of minutes’ walk away from the cryptology school. The German course was nonmilitary in orientation, and the cryptology we were taught was in fact based entirely on English. The cryptology course covered a variety of methods of encryption—nothing hush-hush. We were each issued with a course book, and an instructor came round to give us help with the exercises at the end of each chapter. There were also encrypted messages which we were expected to decrypt. The course lasted about two months. We all knew by then that, if chosen, our next move was to Bletchley Park. I was chosen, but unfortunately there was not enough local accommodation at Bletchley, and I had to stay in Bedford, along with several others who had taken the course. We caught the train to and fro each day, except when returning at midnight after a late shift, when a bus was laid on. Tester’s section—an army section, also employing some civilians on army reserve—was at that time located in Hut 15A, near Enigma Huts 3 and 6 and close to the far end of the tennis court provided for us by Winston Churchill. When Block F was completed we moved there, next door to the much expanded Newmanry with its Colossi.
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"How Science Informs Engineering, Education, and Enforcement: A Message for Driving Instructors." In Handbook of Teen and Novice Drivers. CRC Press, 2016. http://dx.doi.org/10.1201/9781315374123-5.
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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. "Respectful Communication and Social Skills for Children." In RAINBOW. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.003.0008.
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Session 7 of the RAINBOW treatment protocol focuses on helping the child develop communication skills to improve peer and family relationships (ingredient B: Be a good friend of RAINBOW), and the session is conducted primarily with the child. For various reasons, children with bipolar disorder often have poor communication skills. Like most other skills, however, social skills can be taught and learned. The therapist and the child practice ways of expressing feelings nonverbally (“Feelings Charades”) and other nonverbal communication skills (such as making eye contact, listening). In addition, respectful communication skills are developed and practiced, including instruction in “I Messages” for emotional expression.
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George, Reece. "Developing SMS Health Messages for Pregnant Indigenous Australians Using Persuasive Technology." In Improving Health Management through Clinical Decision Support Systems. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9432-3.ch004.
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While developed nations search for solutions to pay for the increasing financial burden of healthcare, developing nations provide a way forward in the deployment of innovative healthcare. Mobile SMS programs are low-cost and effective in supporting health services. Having been successfully used to address lifestyle factors directly affecting maternal outcomes, such as: smoking, physical activity, nutrition, substance use and psychological stressors. Of primary importance in the development of SMS behavior change programs to support the maternal healthcare of Indigenous Australian women, is cultural appropriateness; specifically, the cultural notion of ‘women's business'. In traditional Indigenous Australian culture, it is senior women who teach young women about maternal health and it is considered offensive for anyone other than a senior woman to instruct women on such matters. This discussion will consider the challenges in developing maternal healthcare SMS messages that aim to satisfy both the culturally sensitive requirements in addition to the medical requirements.
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Headrick, Daniel R. "Communicating Information Postal and Telegraphic Systems." In When Information Came of Age. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195135978.003.0008.
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Paul revere, the american revolutionary, remembered his midnight ride of April 18, 1775, in these words: “I agreed with a Colonel Conant and some other gentlemen, that if the British went out by water, we should shew two lanthornes in the North Church steeple, and if by land, one, as a signal, for we were apprehensive it would be difficult to cross the Charles River, or git over Boston neck.” Eighteen years later, on July 12, 1793, Claude Chappe presented his semaphore telegraph to the Committee of Public Instruction of the French National Convention. At Saint-Fargeau, near Paris, Deputy Pierre Daunou sent a message to Deputy Joseph Lakanal at Saint-Martin-du-Tertre, thirty-five kilometers away: “Daunou has arrived here. He announces that the National Convention has just authorized its committee of general security to affix the seals to the papers of the representatives of the people.” Nine minutes later, Lakanal replied: “The inhabitants of this beautiful country are worthy of liberty because of their love for it and their respect for the National Convention and its laws.” Between these two dates there occurred a revolution in communication. Revere used a simple, prearranged, onetime signal containing only three potential messages: “by land,” “by sea,” or “no news.” Chappe could communicate any message, in either direction, faster than a galloping horse. This was only one of several great changes in communication that occurred in the late eighteenth and early nineteenth centuries under the pressure of revolution and war. Humans are gifted, both naturally and culturally, at communicating face-to-face. Long-distance communications, however, require elaborate systems to convey information to its destination in a timely manner. Overcoming distances is but one of the functions of communication systems. We must also draw a distinction between the transmission of information from one person to another, for example, by speech, letter, telephone, telegram, or e-mail, and the dissemination of information from one point to many, by such means as newspapers, books, pamphlets, flyers, and posters, or by radio and television broadcasts and the World Wide Web.
Conference papers on the topic "Instructor messages"
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"MaDaScA: Instruction of Data Science to Managers." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4271.
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Aim/Purpose: Build a program that teaches prospect managers the skills that are relevant for leading data science activity. Background: Data science becomes ubiquitous in organizations. It is imperative to train students in management departments in the skills that are relevant to this field. Most courses in data science focus on technical knowledge like model building methods, and neglect organizational knowledge such as team roles, ethical considerations and project stages. This work suggests a complementary program that supplies the students with the required knowledge. The authors believe that this program is most suitable for management-students, and that it can also be adapted to software engineering students, in order to provide them with a wider scope. Contribution: We present the MaDaScA (Managing Data Science Activity) program. The program defines a list of topics that are required for managers’ education in order to lead data science activity. This work suggests the content and take-away messages of each topic. The paper surveys several existing courses that teach data-science to managers. Findings: All existing courses supply a part of the suggested topics, either focusing on technical aspects of data-science or on organizational aspects. In particular, only a small minority of the courses discuss ethical aspects of data science. Recommendations for Practitioners: We recommend adopting MaDaScA in management departments in order to prepare managers for the challenges in data-science. Recommendations for Researchers: We recommend adapting the MaDaScA model to the curriculum of the faculty of engineering, especially for the department of industrial engineering. Impact on Society: Educating prospect managers on the capabilities of data science and responsibilities that come with it is key for making sure organizations become much more data driven, efficient and ethical. Future Research: It is possible to make this program more effective by adding practical experience
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Van de Zande, Georgia D., and David R. Wallace. "Online Communication in Student Product Design Teams." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85623.
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New technological developments are changing how the product design community communicates in the workplace and in the classroom. Slack, an online communication application with some project management features, has become a popular communication tool among many workers and students. This paper examines the Slack conversation conducted by 16 student product development teams in a course at the Massachusetts Institute of Technology (MIT), 2.009: Product Engineering Processes. Following a typical product development process, co-located teams of 17–20 students each used the online communication tool in addition to face-to-face meetings to design new products in one semester. The resulting conversations were analyzed for message count over the course of the semester, message count by day of the week and hour of the day, message count by user, and communication organization. It was observed that teams tended to increase their communication right before deadlines and decrease it right after. When viewing teams’ communication patterns by day of the week and the hour of the day, it was seen that many teams increased their communication in a short period after team meetings. In both of these cases, successful teams tended to have more consistent communication. There was little correlation (R2 = 2186) between the number of hours teams reported working on the class and their Slack activity by day. When looking at a team’s total volume of communication, high volumes may indicate team members are working well, but it may also indicate they are struggling. Teams with higher levels of success tended to have more organized communication structures than teams with lower levels of success, as assessed by instructors. In addition to the data collected in this work, further research is still needed to understand with more certainty how online communication patterns correlate to teams’ levels of success or team behaviors.
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Mogharreban, Namdar, and David Guggenheim. "Reusability and Learning Objects: Problems and a Proposed Solution." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3256.
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Learning objects have long promised dramatic savings of time and money in course and curricula development, but they have failed to deliver the return on investment that seems a natural extension of their existence - reusability. Because a single hour of online instruction can take up to 300 hours to develop (Kapp 2003), reusability is the core value message offered by learning object promoters, from the earliest days to the present. Yet, after 12 years of successive evolution, learning objects are still primarily a collection of stand-alone modules that rarely interconnect outside of strictly controlled regimes, such as those imposed by corporate and military training guidelines. Among the contributing factors to this impediment are definition of learning object, size of a learning object and aesthetics of a learning object. In response to this shortcoming, we propose to introduce a new entity - the learning pod. Engineered for reusability, the learning pod incorporates several modules that bring current technology to create an experientially seamless interconnection between disparate learning objects. These modules communicate with one another to build a consistent unit of instruction that uses several learning objects depending on the requirements. Several technologies including semantic web, XSL/XML and CSS are utilized to achieve presentation cohesiveness.
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Williamson, Alex, Sabyasachi Mondal, Zhengjia Xu, and Antonios Tsourdos. "Autonomous collection of ground truth data by unmanned aerial vehicles instructed using SMS text messages." In 2019 Workshop on Research, Education and Development of Unmanned Aerial Systems (RED UAS). IEEE, 2019. http://dx.doi.org/10.1109/reduas47371.2019.8999680.
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Almallah, Mustafa Suhail, Qinaat Hussain, Wael K. M. Alhajyaseen, and Tom Brijs. "Improved Road Safety at Work Zones using Advanced Traveler Information Systems." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0243.
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Work zones are road sections where road construction or maintenance activities take place. These work zones usually have different alignment and furniture than the original road and thus temporary lower speeds are adopted at these locations. However, drivers usually face difficulty in adopting the new speed limit and maneuvering safely due to the change in alignment. Therefore, work zones are commonly considered as hazardous locations with higher crash rates and severities as reported in the literature. This study aims to investigate the effectiveness of a variable message signs (VMSs) based system for work zone advance warning area. The proposed system aims at enhancing driver adaptation of the reduced speed limit, encourage early lane changing maneuvers and improve the cooperative driving behavior in the pre-work zone road section. The study was conducted using a driving simulator at the College of Engineering of Qatar University. Seventy volunteers holding a valid Qatari passenger car driving license participated in this study. In the simulator experiment, we have two scenarios (control and treatment). The control scenario was designed based on the Qatar Work Zone Traffic Management Guide (QWZTMG), where the length of the advance warning area is 1000 m. Meanwhile, the treatment scenario contains six newly designed variable message signs where two of them were animation-based. The VMSs were placed at the same locations of the static signs in the control scenario. Both scenarios were tested for two situations. In the first situation, the participants were asked to drive on the left lane while in the second situation, they were instructed to drive on the second lane. The study results showed that the proposed system was effective in motivating drivers to reduce their traveling speed in advance. Compared to the control scenario, drivers’ mean speed was significantly 6.3 and 11.1 kph lower in the VMS scenario in the first and second situations, respectively. Furthermore, the VMS scenario encouraged early lane changing maneuvers. In the VMS scenario, drivers changed their lanes in advance by 150 m compared to the control scenario. In addition, the proposed system was effective in motivating drivers to keep larger headways with the frontal merging vehicle. Taking into account the results from this study, we recommend the proposed VMS based system as a potentially effective treatment to improve traffic safety at work zones.
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Guimarães, Antonio, Diego Aranha, and Edson Borin. "Secure and efficient software implementation of QC-MDPC code-based cryptography." In XX Simpósio em Sistemas Computacionais de Alto Desempenho. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/wscad_estendido.2019.8710.
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The emergence of quantum computers is pushing an unprecedented transition in the public key cryptography field. Conventional algorithms, mostly represented by elliptic curves and RSA, are vulnerable to attacks using quantum computers and need, therefore, to be replaced. Cryptosystems based on error-correcting codes are considered some of the most promising candidates to replace them for encryption schemes. Among the code families, QC-MDPC codes achieve the smallest key sizes while maintaining the desired security properties. Their performance, however, still needs to be greatly improved to reach a competitive level. In this work, we focus on optimizing the performance of QC-MDPC code-based cryptosystems through improvements concerning both their implementations and algorithms. We first present a new enhanced version of QcBits' key encapsulation mechanism, which is a constant time implementation of the Niederreiter cryptosystem using QC-MDPC codes. In this version, we updated the implementation parameters to meet the 128-bit quantum security level, replaced some of the core algorithms avoiding slower instructions, vectorized the entire code using the AVX 512 instruction set extension and introduced some other minor improvements. Comparing with the current state-of-the-art implementation for QC-MDPC codes, the BIKE implementation, our code performs 1.9 times faster when decrypting messages. We then optimize the performance of QC-MDPC code-based cryptosystems through the insertion of a configurable failure rate in their arithmetic procedures. We present constant time algorithms with a configurable failure rate for multiplication and inversion over binary polynomials, the two most expensive subroutines used in QC-MDPC implementations. Using a failure rate negligible compared to the security level (2^{-128}), our multiplication is 2 times faster than the one used in the NTL library on sparse polynomials and 1.6 times faster than a naive constant-time sparse polynomial multiplication. Our inversion algorithm, based on the inversion algorithm of Wu et al., is 2 times faster than the original and 12 times faster than the inversion algorithm of Itoh and Tsujii using the same modulus polynomial (x^{32749} - 1). By inserting these algorithms in our enhanced version of QcBits, we were able to achieve a speedup of 1.9 on the key generation and up to 1.4 on the decryption time. Comparing with BIKE, our final version of QcBits performs the uniform decryption 2.7 times faster. Moreover, the techniques presented in this work can also be applied to BIKE, opening new possibilities for further Improvements.
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Desrosiers, Arthur E., and Philip H. Mann. "Automated Vehicle and Waste Package Survey System." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16223.
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SEC provides radiological control services for the D&D of the K-25 Gaseous Diffusion Plant in Oak Ridge TN. The demolition of the structure of the building has been initiated. Building debris will be disposed in a waste management facility on the Oak Ridge Reservation. This will require an estimated 70,000 truck shipments and each truck shipment must be inspected for radiological contamination. The inspection process includes measurements with hand held survey instruments and preparation of a “clearance ticket.” We developed a system for automatically generating the clearance ticket in order to reduce costs. The system automates data collection and report preparation by using a programmable handheld data terminal (HDT) that acquires the instrument readings and prints a preformatted clearance ticket. We estimate that the number of labor hours required to perform these truck inspections will be reduced by 33% compared to previous methods. The key to success for this project was developing a simple software interface that provides a graphic diagram of the truck and the survey points, provides step-by-step directions and status during the inspection, and enters data onto a preformatted report that can be printed directly from the HDT. Symbols differentiate the contact and smear measurements. The inspector simply positions the instrument probe and presses a button on the HDT to acquire data. The HDT software evaluates each measurement and instructs the inspector to continue taking measurements or respond to elevated levels of contamination. When the survey is completed, the HDT provides a clearance message on the LCD screen and the inspector may proceed to the next truck survey. At the end of the work turn, the stored results are printed for review and signature. Although the time required to complete the measurements is not reduced, the time required to prepare documentation is drastically condensed. Although the initial implementation is limited to surveying large trucks, the process may be extended to any repetitive waste management survey, such as inspections of shipping packages. Future versions of the software may also be expanded to minimize the time required for each measurement.
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Hossain, Awlad, Jason Durfee, Heechang Bae, and Kyle Larsen. "Teaching an Undergraduate Dynamics Course for Mechanical “Engineering Technology” Students: Successful Implementation for Students Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65079.
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Applied mechanics is a branch of the physical sciences that describes the response of bodies (solids and fluids) or systems of bodies to external forces. It deals with the basic concepts of force, moment and its effects on the bodies at rest or in motion. It helps engineers or engineering students to understand how different bodies behave under the application of different types of loads. Mechanics can be broadly divided into two branches as called Statics and Dynamics. Statics deals with the bodies at rest whereas dynamics involves studies related to bodies in motion. In particular, the major emphasis of a dynamics course is to provide the details of the principles of applied mechanics or physics with the studies of motion of objects caused by forces or torques. It is an important course to develop a method of stripping a problem to its essentials and solving it in a logical, organized manner. In our institution, we offer a one-quarter long Dynamics class for Mechanical Engineering Technology (MET) curriculum. This course teaches several topics of solving dynamics problems that belong to Kinematics in Rectilinear & Angular Motions, Plane Motion, Kinetics, Work & Energy, and Impulse & Momentum. This course is designed for the MET students, who are more “hands-on” and have mathematical knowledge up to Calculus II. However, the prerequisite of this course is Tech Statics, not Calculus II. On the other hand, the prerequisites of Tech Statics are Physics and Pre-Cal-II. Therefore, MET students enrolled in Dynamics course solve problems using algebra rather than using calculus. As a whole, this course becomes challenging to convey different concepts of dynamics to our students within 10 weeks’ time frame. To facilitate the overall learning, the course instructors solve different interesting realistic dynamics problems, besides solving the conventional problems from the text book. Solving these realistic dynamics problem helps our students to enhance their conceptual understanding, and motivate them to pursue further in subsequent chapters. The paper presents in details several interesting problems related to different chapters and how they are linked to convey the targeted message related to course objectives. The paper also presents how different topics taught in this class fulfill the targeted course objectives, which are mapped with ABET Engineering Technology criteria. While a course in Dynamics could be a common offering in many universities, the authors of this paper presents the pedagogical approaches undertaken to successfully teach or implement the course objectives to the undergraduate engineering technology students.